1.  PLCs Flourish When Equity Matters Jen Stearns, Tigard-Tualatin School District

2.  18 years in education as a learning specialist, literacy specialist and instructional coach  Taught at the elementary, middle, and secondary levels  Coordinated the RTI and EBIS process in the settings I’ve served  Administrative license  Mom of a 4 th and 6 th grader in an orRTI school district committed to tackling the Racial Achievement Gap.

3. Purpose Today we will explore a culture shift in the way we use Professional Learning Communities to tackle the achievement gap across ethnic groups of students. I will share one way to enhance your professional learning communities for culturally responsive teaching.

4. Hoped-for Outcomes Participants will ….  Be affirmed for your good practices.  Be reminded of things you used to do but forgot about.  The “Glow and Grow” - See things that you already do and now use (GLOW), but can possibly expand on (GROW).  See things that are new that you would like to bring back to your buildings to try.

5. Teacher expertise is often considered the most significant school-based influence on student learning (Koretz, & Hamilton, 2003)

6. TURN AND TALK What does professional learning look like within your setting? 2 minutes

7. Why How What

8. What is equity?

10. Professional Learning Communities  Envision schools as learning environments forteachers and students. Professional learningshould ensure that ALL students are learning.  Community-centered approach to promoteprofessional learning within which teachers aresupported in sharing and in building upon eachother’s knowledge and experiences.  They provide opportunities for teachers toexplore and understand the influence ofindividual cultural identity and values on individual and systems practices, as well as expand their knowledge of the socio-culturaldimensions of learning and how it impactsstudent performance.

11. Culturally Responsive Teaching  Communication of high expectations.  Active Teaching Methods  Teacher as facilitator  Inclusion of students who are culturally andlinguistically diverse  Cultural sensitivity  Reshapes the curriculum  Student-controlled classroom discourse  Small group instruction and academically-related discourse

12. Why How What

13. “The most impactful decision with regard to school improvement that I have made in the past five years at Hintgen Elementary School has been to fully embrace the need for teachers to work collaboratively at high levels with a laser like focus on student learning. “ NAESP President Mark White

14. What impact did our Action Research Approach PLCs have? Professional learning results in improved learning for students who have been marginalized from the academic and social structures of the school system.

15. What impact did our Action Research Approach PLCs have? As a result of the implementation of the action plan, student learning outcomes were measured through teachers’ reports of observed improvements in students’ participation, classroom interaction, and learning.

16. Our Takeaways  Intentionally looping up with students.  Grouping of students across achievement levels with push-in language support.  Thematic curriculum and multi-cultural connections to content.  Teachers learned how to observe, understand, and negotiate behavior as well as new approaches to learning that were outside their own experience.  Teachers learned to explore identity, heritage, and privilege to build classroom cultures that better reflected their students’ cultural backgrounds. Specific changes noted in classroom practices by PLCs participating in their own action research included:

17. Celebrations As teachers collected data from their students and participated in this action research, they became more learner-centered and developed higher expectations for what culturally and linguistically diverse students bring to school, know, and are able to accomplish!

18. Celebrations By experiencing culturally relevant activities and the impact of these activities on their learning, teachers were exposed to the importance and the power of culturally responsive approaches for their students!

19. Why How What

20. Equity Focused PLCs Our professional learning is focused on improving learning within a diverse, multicultural community. There is a shared responsibility for the development of all students and collective responsibility for student success.

21. Equity Focused PLCs Powerful adult learning that shifts our focus from teaching to learning. Effective professional learning is reached by continuous, collaborative interaction with colleagues through discussion, knowledge development and understanding, and directed inquiry around professional practice.

22. Equity Focused PLCs Professional learning influences decisions about what is taught and why, and about the process of instruction for ALL learners.

23. Equity Focused PLCs Should be embedded within the school climate. Professional learning becomes part of daily discourse, shared discussions about student learning and student products, as well as more formalized mentoring and coaching, meetings, study groups, and examination of evidence.

24. TURN AND TALK How are your professional learning communities doing when it comes to addressing the racial achievement gap and equity? 2 minutes

25. The staff go through a problem solving process with a focus on action research!

26. PLC’s in Action

31. Our Tools and Resources for Culturally Relevant Teaching

33. As a tool for learning, teacher inquiry holds great promise in offering teachers the opportunity to explore their own practice and look for ways to build bridges between the curriculum, the culture of the schooling, and the lived experiences of their students.

34. However, without an awareness and understanding of the confluence of EQUITY, teacher professional learning or inquiry may not be powerful enough to surface teachers’ assumptions and perspectives on what is privileged and how they continue to reproduce those values in their classrooms.